2023年英文说课稿LESSONPLANINTERPRETATION.doc

英文说课稿 Lesson Plan Interpretation LessonPlanInterpretation Unit4UnforgettableexperiencesThe1stPeriodlistening&SpeakingGoodmorning,ladiesandgentlemen.ItismygreathonortointerpretmylessonhereandthelessonplanIamgoingtotalkaboutisfromSEFCBook1A,thefirstperiodofUnit4Unforgettableexperiences.Tomakemypresentationclear,I’llexplainitinthefollowing5aspects:Myteachingprinciples;myunderstandingoftheteachingmaterial;teachingmethodsandlearningways;teachingprocedure;blackboardwork. Ⅰ.MyteachingprinciplesFirstI’dliketotalkaboutmyteachingprinciples.IntheNewCurriculumofseniormiddleschool,thespeakingandlisteningisemphasizedandtheaudio-lingualmethodisadoptedinEnglishteaching.WeshouldoffermoreopportunitiesforstudentstobeexposedtomoreauthenticEnglish.Andlisteningatasuitablelevelisoneofthebestways.Weshouldalsoconcernabouthowtocreateandpresentgoodsituationswithsuitabletopicsforpracticingandlearning.Soinsuchateachingcase,thegoverningguidelineistoinputenoughinformationtotheSsandtoactivatetheSstotalkinEnglishbyprovidingthemwithlivesituations.Themainfeatureistocombinespeakingwithlistening,observing,readingandwriting.ThegoodpointisthattheSswillknownotonlyhowtospeakbutalsowhattospeakabout. Ⅱ.MyunderstandingoftheteachingmaterialInmyunderstandingoftheteachingmaterial,therearethreeparts:teachingaims&demands,theimportantfunctionalitemsandalsoteachingimportant&difficultpoints.Accordingtothese,thepurposeofthelisteningmaterialistohelpstudentgetfamiliarwithhowtotalkaboutpersonalexperience,especiallydisasters.ItdemandsSstopayattentiontothedetailedinformationaboutthematerial.ThepurposeofthespeakingmaterialistohelptheSsmastersomeusefulexpressionswhentheywanttoshowtheiremotions.Inaddition,I’dliketodividethislesson’sobjectivesintothreecategories.①Knowledgeobjective Studentsshouldknowsomebackgroundinformationaboutdisasters,somenamesofdisastersandalsolearnsomewordsandexpressionsusedtodescribethedisastersuchasearthquake.Andtheyshoulddosomespeakingpracticetograspsomeusefulexpressionsaboutshowingtheiremotions,suchasHelp!/I’mafraidto…/Don’tbeafraid./It’llbeok./Welldone.Andsoon.②Abilityobjective Becausethisperiodcombineslisteningwithspeaking,theSs’speakingabilityandlisteningabilityshouldbetrained.SoinmyclassI’llplayastoryaboutHankstamtrappedintheearthquake,andteachthemafewlisteningskills.Besides,inordertocultivatetheirabilityofdiscussion,dialogueandevenperforming.StudentsshouldbeaskedtotalkfreelyinEnglishwithpartnersbyusingtheusefulexpressionsandthenacttheirdialoguesout.③Moralobjective Thespeakingexerciseshelpteachstudentstoexpresstheirfeelingswhentheyarehavingdifficultiesandhowotherswouldsaytoencourageorcomfortthem.Sothroughthedialogueandacting,theSsareenabledtounderstandtheimportanceoffriendshipandlovebetweenhumanbeings. Ⅲ.Teachingmethodsandlearningways Nowcometothepartofteachingmethodsandlearningways.Inmyclass,Iwilltakeadvantageofthesituationalmethodand“3P〞teachingmethod,thatis“Presentation〞“Practice〞“Production〞.Besides,I’lluseataperecorderandsomepicturesasmyteachingaids. Ⅳ.Teachingprocedure Now,I’dliketotalkaboutmyteachingprocedure.Iwanttocarryitoutinthefollowing5steps:lead-in;listening;speaking;consolidations;homework Step1lead-inAccordingtotheschematheory,IwillaskSstorecalltheirownexperienceofdisastersandshareitwitheachother.Getthemfamiliarwithwhatisgoingtolearnandprepareforthelisteningpart. Step2listening AccordingtoKrashen’sinputhypothesisthatlearnersacquirelanguageasaresultofcomprehendinginputaddressedtothem.Soamoderateinputisnecessary.ThereforeIwillplayastoryaboutearthquaketothemforunderstanding.Beforelistening,Ssareaskedtoseesomepicturesandguesswhathappenedinthepictures.Areasonableguessisconductivetotheirmasterofthelisteningmaterial.Thentheyshouldfinishthequestionsandfillintheblanksinthebook.Theycanhaveadiscussionwhencomeacrosssomedifficulties,finallyIwillchecktheanswerandmakeaconclusionbyteachingsomelisteningskills. Step3Speaking AsfarasIconcerned,speakingisthemostimportantsectionofmylessonsoitshouldbepaidmoreattentionto.Andatthisstage,Iadoptthe“3P〞teachingmethodandsituationalmethod. FirstIwillinvitethemtoasituationofbeingHankstramintheearthquakeencouragingthemtogiveoutasmanyexpressionsaspossible,whichisusedtoexpressworriesandalsoguesswhatthedoctorwillsaytocomfortandencouragehim.Theyarealsoaskedtoreadadialoguetofindsomeexpressionsforencouragement.AfterthatIwilllistoutmorerelativeexpressionsontheblackboard.WhatIamgoingtodonextistoproducehalf-controlledspeakingactivity.Astudentisinvitedtotalkwithmeaboutapictureaboutfire.HereIplayaleadingrole,somyquestionsaredesignedtoactivatehimtousetheseexpressionsspontaneously.Thenthewholeclassisdividedintogroupstotalkaboutthepicturesseparately.Ssarefamiliarwiththesituationsinthesepictures,fortheydirectlycomefromourdailylife;IwillmakeSstalkfreely,sothattheycangetfullinvolvedintheactivity.Beforetheystart,I’dliketoremindandencouragethemtousethoseusefulexpressions.Afterpreparingforseveralminutes,theyareaskedtoacttheirdialogueout. Step4Consolidation Inthisstep,studentsshouldtrytheirbesttor